<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAAEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432014000100018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento profissional docente e narrativas em diferentes momentos da formação e atuação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Rosa Maria Moraes Anunciato de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gama]]></surname>
<given-names><![CDATA[Renata Prenstteter]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A18">
<institution><![CDATA[,UFSCar  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>23</volume>
<numero>41</numero>
<fpage>205</fpage>
<lpage>219</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000100018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem como objetivo compreender os aspectos envolvidos no processo reflexivo individual e coletivo mobilizados pela escrita de narrativas sobre a trajetória como estudante, a formação, a prática profissional e sua discussão em grupo. A pesquisa constituiu-se de um grupo colaborativo com a participação voluntária de pesquisadores universitários, pós-graduandos, graduandos em Pedagogia e professores dos anos iniciais do Ensino Fundamental em um curso de extensão universitária. A pesquisa de natureza qualitativa e interpretativa utilizou a narrativa da trajetória escrita e transcrição das filmagens dos encontros presenciais nos momentos de leitura, discussão e problematização das narrativas. A escrita da narrativa caracterizou-se a princípio pela reflexão individual, revelando crenças, saberes e teorias implícitas sobre a aprendizagem da docência. No grupo, outras articulações foram vivenciadas, surgindo a percepção dos participantes de seus próprios conhecimentos, em especial de matemática, e a possibilidade de socializá-los. Um dos mais expressivos resultados obtidos foi a experiência de que a universidade pode promover espaços formativos tendo como princípio a concepção de desenvolvimento profissional por meio de questionamentos, identificações e estranhamentos que a própria história e a história do outro possibilitam nestes espaços.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper aims to understand the aspects involved in individual and collective reflective processes according to writing narratives of the story as student as well as of his/her education, professional practice and group discussion. The research was conducted with a collaborative group, with voluntary participation of university researchers, graduate students, undergraduate Pedagogy students and Elementary school teachers in a university extension course. The qualitative and interpretative research was based on the written narratives of their trajectory and video transcripts of the meetings when there were moments of reading, discussion and problematisation of his/her own narratives. The written narrative is characterized initially by individual reflection, revealing beliefs, knowledge and implicit theories of teacher education. Other points of view were experienced by the group, and the participants’ perception came from their own knowledge, especially of mathematics, as well as the ability to socialize them. One of the most significant results was the experience that the university can promote formative spaces based on the conception of professional development through questions, identifications and strangeness that our own story and those of others make possible in these spaces.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Grupos Colaborativos]]></kwd>
<kwd lng="pt"><![CDATA[Processo Reflexivo]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Groups]]></kwd>
<kwd lng="en"><![CDATA[Reflective Process]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Desenvolvimento  profissional docente e narrativas em diferentes momentos da forma&ccedil;&atilde;o e atua&ccedil;&atilde;o.</h2> <h3>Professional development and narratives in teacher education.</h3>     <p>&nbsp;</p> <h4>Rosa  Maria Moraes Anunciato de Oliveira, Renata Prenstteter  Gama    <br> </h4> </font>      ]]></body><back>
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